Teachers perception about using authentic materials to teach young learners aged 9 10 at an english center in hanoi

BANKING ACADEMY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS TEACHERS’ PERCEPTION ABOUT USING AUTHENTIC MATERIALS TO TEACH LEARNERS AGED 9-10 AT AN ENGLISH CENTER IN HANOI Student: Nguyen Thi Kim Lien Class: K21ATCA Academic year: 2018-2022 Student ID: 21A7510079 Supervisor: Dr Trinh Ngoc Anh Tai ngay!!! Ban co the xoa dong chu nay!!! 17014128948391000000 BANKING ACADEMY FALCUTY OF FOREIGN LANGUAGE GRADUCATION THESIS TEACHERS’ PERCEPTION ABOUT USING AUTHENTIC MATERIALS TO TEACH LEARNERS AGED 9-10 AT AN ENGLISH CENTER IN HANOI Student: Nguyen Thi Kim Lien Class: K21ATCA Academic year: 2018-2022 Student ID: 21A7510079 Advisor: Dr Trinh Ngoc Anh DECLARATION I solemnly declare that the dissertation titled “Teachers' perception about using authentic materials to teach young learners aged 9-10 at an English center in Hanoi.” is my own work to submit for the graduation requirement of Banking Academy of Vietnam All the information derived from previous research has been appropriately accepted in a list of references provided No part of this thesis was submitted for a degree of any other institution Hanoi, May 2022 Lien Nguyen Thi Kim Lien i ACKNOWLEDGEMENTS I have received significant support and encouragement from a number of people in the undertaking process I would like to express my gratitude to my supervisor, Dr Trinh Ngoc Anh who followed me in every step of this thesis Her clear guidance and wise advice were more than valuable for me - a person who has no basic knowledge of a research before In the short time I had to read and conduct a study, she provided many useful digital books, sources and feedback Her experience and expertise improved my logical thinking a lot My thanks are also due to all four participants who were willing to express opinions and follow up my study Their contribution played a significant role in the result of the dissertation I would like to extend my thankfulness to my faculty due to giving me a intern opportunity in this English center With much support from brothers and sisters here, I got an experiment in the field of education which I am concerned about And also, many ideas came up during this time so that I could finish my study I would also like to thank my special friend, Vu Hai Nguyen He always supported and believed in my ability His constant encouragement was appreciated Finally, from the bottom of my heart, I would like to thank my family, my parents, my sisters who always encourage me to gain remarkable achievement Particularly, I wish to express my expectations to my mom, who is always next to me, cheers me up everytime I face difficulties ii TABLE OF CONTENTS DECLARATION - i ACKNOWLEDGEMENTS -ii TABLE OF CONTENTS - iii LIST OF ABBREVIATIONS v LIST OF TABLES - vi LIST OF FIGURES - vii LIST OF APPENDICES - viii ABSTRACT ix CHAPTER I: INTRODUCTION - 1.1 Rationale of the research - 1.2 Background of the research - 1.3 Research Aim 1.4 Research question - 1.5 Methodology of the research - 1.6 Outline of the research CHAPTER II: LITERATURE REVIEW - 2.1 Definitions of AM - 2.2 Types and sources of AM 2.3 Positive effects of AM in English Skills - 2.3.1 Positive effects of AM in Speaking - 2.3.2 Positive effects of AM in Reading 2.3.3 Positive effects of AM in Listening - 2.3.4 Positive effects of AM in Writing - 2.4 Drawbacks of AM - 10 2.4 AM in raising intercultural understanding - 11 2.5 Strategies in using AM - 12 2.6 Theoretical Framework 13 CHAPTER III: RESEARCH METHODOLOGY 15 3.1 Methodological Approach: Qualitative method - 15 3.2 Rationale of choosing Qualitative method - 16 iii 3.3 Research Setting - 16 3.4 Participants - 16 3.5 Procedure, Data Collection and Instruments 16 5.1 Procedure - 17 3.5.2 Data collection tools - 18 3.5.3 The interview - 18 3.6 Qualitative Data Analysis 19 3.7 Summary - 19 CHAPTER IV: FINDINGS AND DISCUSSION 20 4.1 Findings and Discussion - 20 4.1.1 Teachers’ perception towards the use and the frequency of using AM 20 4.1.1.1 The use of AM in teaching English 20 4.1.1.2 The frequency of using AM in teaching English - 21 4.1.1.3 How teachers use AM in lessons - 23 4.1.2 Teachers’ perception towards issues considered for the use of AM - 25 4.1.3 Teachers’ perception towards the benefits of AM - 26 4.1.4 Teachers’ perception towards the challenges of AM 30 4.1.5 Teachers’ perception towards the source of AM 33 4.1.6 Teachers’ perception towards professional training to use AM - 35 4.2 Conclusion - 36 CHAPTER V: CONCLUSION, IMPLICATION AND RECOMMENDATION - 37 5.1 Summary of the findings 37 5.2 Implications - 38 5.3 Limitations 39 5.4 Recommendation for future studies 39 REFFERENCES - 41 APPENDICES 46 iv LIST OF ABBREVIATIONS AM Authentic Materials LXO Learning Experience Officer CELTA Certificate in Teaching English to Speakers of Other Languages ELF (1) Group Learning Experience Manager (2) Teaching English as a Second Language BA Banking Academy v LIST OF TABLES Table Background information of the four participants 17 Table How frequently the teachers use AM 21 vi LIST OF FIGURES Figure The Framework of the Study 14 vii LIST OF APPENDICES Appendix Interview Questions 47 Appendix CONSENT FORM TO TAKE PART IN THE 49 STUDY viii